Money management can increase independence and access to communities for individuals with disabilities. Although research on computer-based instruction for teaching banking skills to students with intellectual disability is established, the use of portable electronic devices (e.g., iPod) has not been evaluated. iPods may be an effective, portable,…

The number of postsecondary education (PSE) programs for individuals with intellectual and developmental disabilities (IDD) has been steadily growing over the last few decades. There has been little public information regarding these programs and schools. Consequently, students, families, and researchers alike lack details about the various…

We conducted a systematic review of studies that involved iPods[R], iPads[R], and related devices (e.g., iPhones[R]) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings.…

Living in poverty increases the likelihood that students with disabilities will experience poor postschool outcomes, including unemployment, underemployment, and limited postsecondary education. The effects of the intersection of poverty and disability persist into adulthood where the employment rate for adults with disabilities is only one fourth…

This article synthesizes the current research in the area of school transitions for all students from junior high to high school and the effect of the transitions on students. The authors discuss current common high school transition practices and make recommendations for high school transition programming. The authors present a case study…

Accelerated transitional nursing programs (ATNPs) designed specifically for licensed vocational nurses (LVNs) to transition to become registered nurses (RNs) are graduating novice nurses who need critical thinking skills to solve patient problems. The health care industry and patient outcomes depend on graduate nurses to be proficient with quality…

Background: As the number of individuals diagnosed with autism spectrum disorders (ASD) rises, attention is increasingly focused on potential employment outcomes for individuals with ASD, especially for those individuals that are exiting public school settings. Individuals without disabilities are eight times more likely to be employed than…

Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public…

Based largely on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report describes how these states have established initiatives related to early college readiness assessments and transition curricula. It then compares the development of these interventions across states and identifies factors that have…

The purpose of this study was to help fill the knowledge gap on stand-alone transition-to-college courses for adult students in an institutional setting where such courses have been extensively utilized via different delivery mediums. The ultimate goal was to use the knowledge obtained to aid personnel who work with nontraditional degree programs…

A pilot study was conducted to examine the psychometric properties of the Environmental School Transition Anxiety Scale (E-STAS) with a sample of 220 fourth- to sixth-grade students who were about to or had completed their school transition. The results of an exploratory factor analysis (EFA) of the students' responses on the E-STAS produced a…

The Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities was formed in July 2013. Chapter 392, Acts of 2013, (House Bill 813) established the Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental…

Researchers have found that middle school students undergo developmental changes that require unique educational structures and support. As a result, experts have suggested a number of specific strategies for organizing middle schools in order to best meet students' needs. This Information Capsule summarizes middle school redesign initiatives that…

Upon exiting high school, some African American students with disabilities experience difficulty accessing disability support services and appropriate accommodations. Many of these difficulties in access can be traced to high school transition planning as the source. To understand the underlying transitional barriers and sources of support, case…

Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work in regular schools to help facilitate the presence, participation and learning of students who experience difficulties with learning and behaviour. In focusing upon the RTLB principle of a "collaborative and seamless model of service" (Ministry of…